From Preparation Outline to Speaking Outline

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AS YOU DEVELOP YOUR SPEECH, you’ll transition from a more detailed preparation outline to a speaking outline that will equip you for the actual presentation. DWaschnig/Shutterstock

In most public speaking situations, you will use the basics you’ve learned to create two outlines. The first is a preparation outline (sometimes called a working outline), a draft that you will use, and probably revisit and revise continually, throughout the preparation for your speech. The function of a preparation outline is to firm up your thesis statement, establish and organize your main points, and develop your supporting points. It should also help you “map out” the relationships between your main points and supporting points. From the preparation outline, you will eventually develop a speaking outline, or delivery outline, which is your final speech plan, complete with details, delivery tips, and important notes about presentational aids (which we will discuss in Chapter 14).

You may find a sentence outline works well when working on your preparation outline; as you move toward a final speaking outline, it’s best to switch from a sentence format to a phrase or key-word approach (or a combination of the two). To do this, look at your full sentences, and pull out key words, phrases, or headers that will jog your memory and serve as guideposts as you speak. Sample Speech Outline 13.1 shows the full progression from preparation outline to speaking outline.

Your speaking outline should also include delivery cues, brief reminders about important information related to the delivery of your speech that are for your eyes alone. You’ll likely want to include reminders to show a presentation aid or speak slowly at the beginning of the speech, when you are the most nervous. We’ll discuss more about delivery in Chapter 14. Table 13.3 offers a variety of delivery cues that may be helpful to you.

Table :

TABLE 13.3 USEFUL DELIVERY CUES

Source: O’Hair, Stewart, & Rubenstein (2012), tab. 13.2, p. 211. Adapted with permission.

Delivery Cue Purpose Example That May Appear in Your Outline
Transition A segue from one topic or idea to another; might be a simple reminder that you’re changing tone here or a specific example or story that takes the speech from one topic to another
  • [TRANSITION]
  • [TRANSITION: Use dog story!]
Timing and speaking rate A reminder to use a specific speaking rate, either for emphasis or to quell anxiety
  • [Slow down here]
  • [Speed up here]
  • [Repeat for emphasis]
Volume and nonverbal behavior A reminder to raise or lower your voice at particular points in your speech or to use particular gestures or body movements for emphasis
  • [Louder]
  • [Softly]
  • [Thump on podium]
  • [Count out on fingers]
Sources Sources for cited material
  • [Dowd, M. (2007, May 23). Pass the clam dip. The New York Times.]
Statistics Statistics for reference, with source
  • [U.S. Census Bureau: 64% of voting-age citizens voted in 2004, 60% in 2000]
Quotations Exact wording of a quotation you plan to use
  • [Dwight D. Eisenhower:“I’ve always found that plans are useless, but planning is indispensable.”]
Pronunciations Phonetic reminders for difficult-to-pronounce names or words
  • [Hermione (her-MY-uh-nee)]
  • [Kiribati (kee-ree-BAHSS)]
Visual aids Reminder when to incorporate particular visual aids
  • [Census chart]
  • [Show model]

Another important aspect of your speaking outline is that it should contain notes for your oral citations, the references to source materials that you mention in the narrative of your speech. After a sentence or phrase in your outline, you might simply place the source in parentheses so that you remember to give credit. For example, the key words “SD-financial costs (Skerritt, HBR)” should prompt you to say: “Sleep deprivation costs businesses more than $3,000 per employee annually, in terms of lowered productivity, according to a report by Patrick Skerritt in The Harvard Business Review.” For material quoted word for word from the source, the oral citation must clarify that the material is in fact quoted rather than your own expression (“As Skerritt notes, ‘This doesn’t include the cost of absenteeism—those with insomnia missed an extra five days a year compared to good sleepers’”). In such instances, you will likely want to use full sentences in your outline, rather than key words or phrases, to ensure that you do not misquote or misrepresent your source.

Finally, you should choose a comfortable format for using your speaking outline in front of your audience. You may transfer the outline to note cards, which will enable you to flip through notes quickly; alternatively, you might create virtual note cards on your smartphone or tablet, or you might prefer to use a standard-size sheet of paper. In many classroom situations, your instructor will indicate the preferred format.

AND YOU?

Question

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How do you outline? Do you think of an outline as a hard-and-fast map, written before you begin writing and strictly adhered to throughout the process? Or do you start with a rough outline, revising and refining the organization as you move through the writing process?

SAMPLE SPEECH OUTLINE 13.1

From Preparation Outline to Speaking Outline

Title: Sleep It Off: Understanding the Dangers of Sleep Deprivation

General Purpose: To inform

Specific Speech Purpose: To inform my audience about the dangers of sleep deprivation so that they may take appropriate steps to avoid this troubling medical issue.

Thesis Statement: You must understand the causes and effects of sleep deprivation—as well as simple steps you can take to avoid it—in order to improve your life now and avoid costly personal and social ramifications.

Sample Preparation Outline

Note that the speaker uses a sentence outline style throughout the preparation outline.

Introduction

The speaker opens with an attention-getting question and offers a response that the audience will likely relate to.

Thesis statement

  1. Do you ever feel like you’re struggling to juggle relationships, work, and classes? Many of us do, and often enough, the first thing we cut out of our busy daily routine is sleep.
  2. For better or worse, the human body needs an adequate amount of sleep to function properly, and my research indicates that we simply aren’t getting enough of it.
  3. You must understand the causes and effects of sleep deprivation, as well as simple steps to take to avoid it, to improve your life now and avoid costly personal and social ramifications.
  4. Today I will speak about sleep deprivation. I will begin by explaining what it is, before moving on to its causes and effects, and examining simple solutions to the problem.

preview of main points.

Transition: So what exactly is sleep deprivation?

Body

Main point 1

  1. In a personal communication with Dr. Arkeenah Jones, a family physician, on March 15, 2013, she noted that sleep deprivation is a condition in which a person does not get enough sleep, which can lead to chronic exhaustion.
    1. The National Sleep Foundation’s 2013 Bedroom Poll notes that 78 percent of American adults polled sleep less than eight hours per night, with 53 percent getting less than the minimum recommended seven hours sleep per night.
    2. The results of the survey I passed out last week reveal that 30 percent of people in this very classroom get less than six hours of sleep on weeknights.

Transition: By a show of hands, how many people in this room like to sleep? I thought so. If we enjoy sleeping so much, why are we not getting enough of it?

The speaker keeps her audience involved in the speech by asking questions.

Main point 2

The speaker continually makes her topic relevant to the audience.

  1. There are many causes of sleep deprivation, according to the Centers for Disease Control and Prevention.
    1. Busy work and family schedules contribute to sleep deprivation.
      1. As college students, many of us are trying to handle full-time course work and full-or part-time jobs to help pay for tuition, in addition to maintaining relationships with loved ones.
      2. New parents are often incredibly sleep deprived as they attempt to adjust to life with an infant as well as those infamous nighttime feedings.
      3. Shift workers (including police officers, nurses, pilots, and so on) often have trouble establishing good sleep habits because their schedules change frequently and they are sometimes required to work the night shift.
    2. Late-night television and Internet use can interfere with the ability to fall asleep or can prevent individuals from adhering to a bedtime schedule.
    3. The use of caffeine and alcohol can also make it difficult to fall asleep and stay asleep.
    4. Some medical conditions—including insomnia and obstructive sleep apnea—also make sleeping incredibly difficult.

Transition: As we’ve seen, busy schedules, overuse of media, the intake of alcohol and caffeine, and medical conditions can all cause sleep deprivation, but why does sleep deprivation truly matter so much?

The speaker effectively uses an internal summary in her transition to her next main point.

Main point 3

The speaker continually uses oral citations to give credit to her sources.

The speaker builds credibility by noting that she too is prone to the effects of sleep deprivation.

  1. Sleep deprivation can have negative effects on the health and safety of individuals and the community at large.
    1. According to Lisa Zamosky, a health columnist for the Los Angeles Times and writer for WebMD, sleep deprivation is linked to poor concentration and lack of energy.
      1. Sleep deprivation decreases workplace productivity, at a cost of more than $3,000 per employee annually, as noted by Patrick Skerritt in the Harvard Business Review.
      2. Sleep deprivation is a leading cause of automobile accidents, especially among adolescent motorists, according to a February 15, 2010, report by the American Academy of Sleep Medicine.
    2. Dr. Michael J. Breus, “The Sleep Doctor” of WebMD, also notes that sleep deprivation causes relational stress.
      1. In my own life, I certainly find that I argue more with friends and family when I’m exhausted than I do when I’m well rested.
      2. The results of the survey I conducted indicate that 55 percent of the members of this class find that “arguing with a loved one” is a problematic outcome of not getting enough sleep.
    3. Dr. Arkeenah Jones notes that sleep deprivation affects memory and cognitive ability.
      1. In fact, a Centers for Disease Control and Prevention study noted that 23.2 percent of sleep-deprived individuals report difficulties with concentration. Similarly, 18.2 percent report difficulty remembering information.
      2. Dr. Pamela Thatcher, a psychology professor at St. Lawrence University, conducted a study in which she discovered that students who pull all-night study sessions typically have lower GPAs than those who do not.
    4. Sleep deprivation can contribute to chronic health conditions, including depression, obesity, and diabetes, according to the Centers for Disease Control and Prevention.

Transition: So far, we’ve discussed the common causes of sleep deprivation as well as their negative—and potentially tragic—effects. At this point you may be wondering how to avoid sleep deprivation altogether. I will discuss several suggestions now.

The speaker transitions to her final main point with an internal summary and an internal preview.

  1. You can avoid sleep deprivation with a few simple changes to your daily routine.
    1. Make sleeping a priority in your life, along with your other commitments.
    2. Have consistent sleep and wake-up times, even on weekends.
    3. Don’t watch television, play on your laptop, or even study in bed. Try to reserve your bed for sleeping.
    4. Don’t drink alcohol or consume caffeine too close to bedtime.

Transition: Regulating your schedule and developing good habits are essential for preventing sleep deprivation.

Conclusion

The speaker signals the end of her speech with a tragic story that drives home her main points.

  1. Sadly, a realization about the dangers of sleep deprivation came too late for Christine Padilla, a new mother who ran a red light while fatigued and driving only thirty-three hours after giving birth. Padilla struck a nanny pushing a toddler in a stroller, killing the forty-one-year-old woman and seriously injuring the little boy, according to a report by Snejana Farberoy in The Daily Mail.
  2. As you’ve seen today, sleep deprivation is a concerning problem for individuals and communities.
    1. It has many causes ranging from busy schedules and media use to caffeine and alcohol consumption and medical problems.
    2. Its effects can be devastating, as I’ve detailed in this speech.
    3. Luckily, many of us can prevent sleep deprivation by making simple changes to our daily routines.
  3. Now go get some rest . . . after all of today’s speeches are over, that is!

The speaker reiterates her main points.

The speaker uses a memorable statement and humor to end her speech.

Sample Speaking Outline

Introduction [Speak slowly! Look at audience!]

Thesis statement. The speaker is so familiar with her speech purpose and thesis that she only needs a brief reminder.

  1. Juggling commitments? Many give up sleeping.
  2. We need sleep; research = we don’t get enough.
  3. Be informed about sleep deprivation (SD) to improve life and prevent negative consequences.
  4. I will discuss SD: what, causes, effects, prevention.

Key-word preview of main points.

Transition: What is SD?

Body

Main point 1

The speaker retains a bit more detail in this subpoint in order to keep her statistics straight.

  1. SD = not enough sleep; can lead to chronic exhaustion (Dr. Arkeenah Jones, personal communication, March 15, 2013)
    1. 78% of American adults sleep >8 hours per night, and 53% sleep >7 hours per night. (National Sleep Foundation’s 2013 survey)
    2. 30% of people in class sleep >6 hours on weeknights. (my survey)

Transition: Like to sleep? Then why not sleep? [Smile, encourage audience response]

Main point 2

Main point 3

The speaker makes sure that her oral citations are clear throughout the speaking outline.

Main point 4

  1. SD causes (CDC)
    1. Family and work
      1. College students—course work, jobs, relationship
      2. New parents—crying, hungry babies
      3. Shift workers—trouble with consistent schedules
    2. Television and Internet
    3. Caffeine and alcohol
    4. Medical conditions—insomnia and obstructive sleep apnea

Transition: Causes: schedules, media, alcohol/caffeine/medical conditions. Who cares?

  1. SD has negative effects for individuals and community.
    1. Decreases performance and alertness (Lisa Zamosky, health columnist for the Los Angeles Times and writer for WebMD)
      1. Decreases workplace productivity; costs >$3,000 per employee annually (Patrick D. Skerritt, Harvard Business Review)
      2. Causes auto accidents, especially teens (American Academy of Sleep Medicine, February 15, 2010)
    2. Causes relational stress (Dr. Michael J. Breus, “The Sleep Doctor” for WebMD)
      1. True for me!
      2. 55% of class fights with loved ones from SD (my survey)
    3. Affects memory and cognitive ability (Dr. Jones)
      1. 23.2% report difficulties with concentration; 18.2% report difficulty remembering info. (CDC)
      2. All-nighters lead to lower GPA. (Dr. Pamela Thatcher, psychology professor at St. Lawrence University)
    4. Chronic health conditions—depression, obesity, diabetes (CDC)

Transition: Discussed causes and effects. How to prevent SD?

In an earlier practice, the speaker noted her tendency to read directly from notes, preventing useful interaction with the audience.

  1. Daily routine changes [Don’t read as list. Look up!]
    1. Prioritize sleeping
    2. Consistent sleep and wake-up times
    3. No TV/Internet in bed; just sleep
    4. No alcohol/caffeine close to bedtime

Transition: Changes in routine and good habits prevent SD.

Conclusion

The speaker uses effective delivery cues throughout her speech. Here she reminds herself to use a visual aid.

  1. Christine Padilla, fatigued mother driving 33 hours after birth, kills nanny and severely injures toddler. (Snejana Farberoy, Daily Mail, 2013) [Show image of crash]
  2. SD is concerning problem for individuals and communities.
    1. Causes: busy schedules, media use, alcohol/caffeine/medical problems
    2. Devastating effects
    3. Mostly preventable with simple changes
  3. Get some rest!

BACK TO

The State Of The Union Address

image As this chapter shows, organizing, writing, and outlining your speech are crucial steps in eventually delivering an effective presentation. Recall our discussion of White House speechwriters preparing the State of the Union address from the beginning of the chapter. What considerations and challenges will affect their organization and outlines? How will their organization influence their audiences’ perceptions of the speech?

  • Ideas will come in from every direction, so planning and organization are key. David Frum, a former White House speechwriter, observed that “the planning for the next State of the Union really begins the day after the last State of the Union” (as cited in Jackson, 2006).
  • Speechwriters need to bear in mind that they are writing for two different—albeit not mutually exclusive—audiences. Chriss Winston (2002) points out that members of Congress and Washington insiders judge the speech primarily on its policy content, whereas everyday Americans tend to look for leadership qualities and their own values in the president. The challenge lies in choosing content and language that speak to both groups.
  • The key to avoiding what Matthew Scully (2005) refers to as a “tedious grab bag of policy proposals” lies in the skillful use of transitions. Instead of jumping from point to point, speechwriters need to find and build unifying themes among the many policies under discussion. Thus George W. Bush’s speechwriters were able to draw connections between such issues as cloning and war by focusing on the overall theme of human dignity and human rights. These connections allowed for natural transitions from one issue to the next (Scully, 2005).
  • Creating unified themes is also crucial to keeping the content (and length) of the speech from spiraling out of control. President Bill Clinton was known for long State of the Union speeches that detailed many policy proposals, while President George W. Bush preferred to stick to big ideas. President Barack Obama chose in his second term to use current events, including major storms and shootings, to advance his agenda items, such as climate change and gun control legislation.